Facilitating Feelings of Self-Determination and Intrinsic Motivation in Athletes

1. Facilitating Feelings of Self-Determination and Intrinsic Motivation in Athletes Tony Amorose, Ph.D. Illinois State University

2. Questions? Why do people get involved in sport? Why do they continue to participate?

3. Common Motives for Sport Participation

4. The Nature of Motivation According to Self-Determination Theory • motives can be classified along a continuum of self-determination

5. Continuum of Self-Determination non self-determined self-determined

6. types of intrinsic motivation… IM to know IM to accomplish IM to experience stimulation Intrinsic Motivation (IM)

7. types of extrinsic motivation… integrated regulation identified regulation introjected regulation external regulation Extrinsic Motivation (EM)

8. Amotivation (AM)

9. Question? How would you classify these motives?

10. Why Do You Practice Your Sport?

11. Important Points • people have multiple motives • likely a combination of intrinsic and extrinsic reasons Key Questions which reasons are most important? do you participate primarily for intrinsic or extrinsic reasons?

12. intrinsic motivational orientation extrinsic motivational orientation Motivational Orientation Question…Which are You?

13. Question? Does it matter if we are more intrinsically or extrinsically motivated?

14. Potential Benefits • Those with an intrinsic motivational orientation (i.e., more self-determined motivation) are more likely to…

15. Question? How can we promote or facilitate intrinsic motivation in sport participants?

16. Wonder Years Video Describe Paul’s motivated behavior at the beginning, middle, and end of the show. Speculate on the primary reasons why Paul participates at these points in the show (intrinsic vs. extrinsic). What are some specific factors (personal, situational) that may have contributed to the change in Paul’s motivation?

17. Self-Determination Theory (SDT) Basic Premise the fulfillment of the basic needs of competence, autonomy, and relatedness are essential for the facilitation of self-determined motivation, social development, and personal well-being

18. Three Basic Needs need for competence need for autonomy (self-determination) need for relatedness

19. Cognitive Evaluation Theory (CET) • sub-theory within SDT • goal is to specify conditions that support or undermine IM • IM will be maximized…

20. Key Point Any event (external or internal) which can affect perceived competence or self-determination will ultimately impact IM Possible events?

21. event perceived as “controlling” decreased intrinsic motivation decreased autonomy event perceived as providing “choice” increased intrinsic motivation increased autonomy Functional Aspect of Events 1. controlling aspect • related to feeling or autonomy or self-determination

22. increased perceived competence if event provides positive info increased intrinsic motivation if event provides negative info decreased intrinsic motivation decreased perceived competence Functional Aspect of Events 2. informational aspect • related to feelings of competence

23. Important Point It is the functional significance of the events that will impact IM Which aspect is most important or salient to the individual? How does the individual perceive the event?

24. Other Important Points • IM is only evident for activities that are… • changes in perceived competence will only affect IM under conditions where the one feels autonomous • relatedness has a more distal affect on IM

25. Research on IM • rewards • competition • coaching/instructor feedback • leadership styles and behaviors

26. Research on Rewards and IM Basic Procedures of Lab Research • Random Assignment to Groups • control (no reward) • experimental (received reward for participation) • Perform an Interesting Task (e.g., puzzle, game) • Experimental Group Receives Reward • Experimenter Leaves • Free Choice Period • Time Spent on Task as Measure of IM

27. Results Conclusion

28. Potential Problems?

29. Scholarships and IM Ryan (1977) • Purpose • To determine whether scholarship and non-scholarship athletes differed on level of IM • Method • male football players • scholarship • non-scholarship • Measures • IM (i.e., enjoyment, free time spent practicing, participate without scholarship?)

30. Results Conclusion

31. Ryan (1980) replicated earlier study but examined football players, wrestlers, and female athletes from a variety of sports • Basic Results … How can you explain these results?

32. Explanation of Results Using CET • wrestlers and female athletes • football players

33. Conclusions • rewards are not necessarily bad, rather it depends on how they are perceived • there are conditions where rewards are not detrimental to IM • rewards will not undermine IM if there was no interest in the activity in the first place

34. Research on IM • rewards • competition • coaching/instructor feedback • leadership styles and behaviors

35. Leadership Styles and IM Question? How should the following leadership styles influence athletes’ IM?

36. Hollembeak and Amorose (in press) • Purpose • To test whether perceived competence, autonomy, and relatedness mediate the relationship between athletes’ perceptions of their coaches’ behavior and the athletes’ IM • To determine the specific coaching behaviors that are positively or negatively related to IM

37. Methods Participants • Division I college athletes (M age = 19.73) • male (n = 146) • female (n = 134) • various individual and team sports • years of participation (M =10.19, SD =1.36) • years with current coach (M =1.40, SD =1.42)

38. Measures • perceived coaching behaviors (LSS) • intrinsic motivation (SMS) • fundamental needs according to SDT • perceived competence • autonomy • relatedness

39. Results • mediational effect of needs • coaching behaviors as positive or negative predictors of IM

40. Full Model Training and Instruction Perceived Competence Positive Feedback Autocratic Behavior Intrinsic Motivation Autonomy Democratic Behavior Relatedness Social Support “Model is a perfect fit!”

41. Mediational Model Training and Instruction Perceived Competence Positive Feedback Autocratic Behavior Intrinsic Motivation Autonomy Democratic Behavior Relatedness Social Support

42. Hypothesized Model Training and Instruction Perceived Competence Positive Feedback Autocratic Behavior Intrinsic Motivation Autonomy Democratic Behavior Relatedness Social Support

43. Modified Mediational Model Training and Instruction .13 .98 -.16 Perceived Competence Positive Feedback .11 -.13 .64 .78 .19 Autocratic Behavior -.40 .32 Intrinsic Motivation Autonomy -.13 .92 Democratic Behavior .43 .25 Relatedness Social Support .06

44. Results • mediational effect of needs • coaching behaviors as positive or negative predictors of IM • groups differences in pattern of relationships?

45. Limitations • only considered IM • other behaviors that may impact motivation Practical Implications • democratic coaching styles may facilitate more intrinsically motivated athletes

46. Summary • IM affected by perceptions of competence, autonomy, and relatedness • important given benefits of IM orientation • SDT is practical in sense that we can use this information to facilitate IM

47. Question? • How can we promote or facilitate… • perceived competence • autonomy • relatedness